Differentiation Station Reflection Collaborating with the course on-line colleagues has been very beneficial because the group has discovered several resources that have been helpful with understanding Universal Design for Learning and Differentiated Instruction. The informational websites that have been gathered will assist with creating new ideas for the development of a differentiated classroom. The pool of information that has been acquired from the contributions of the course on-line social network group creates a valuable resource capable of assisting my elementary school colleagues in their classrooms. Technology is a key component necessary in supporting a successful differentiated classroom. Three new approaches of technology that I plan on utilizing in my computer classroom are online surveys, voice thread, and animations. The variety of technology that is available today for utilization in the classroom will create an exciting and engaging classroom environment supportive in the learning process.
Differentiating Instruction in Your Classroom “Differentiation begins with understanding student variances” (Tomlinson, 2009). Teachers must know our students’ readiness, interest, and learning profile to differentiate instruction. With the knowledge of our students’ variances, teachers are able to adapt their lessons to ensure student success.
The website “Enhance Learning with Technology” discusses strategies to use with student readiness. The site discusses how readiness is constantly changing and students need to have their learning adjusted to meet their needs. The site provides several examples including flexible grouping, peer teaching, and reading buddies to assist the teacher with the different levels of readiness. These approaches are forms of collaboration, which are utilized quite often in my computer classroom. “Technology improves performance when the application provides opportunities for student collaboration. Studies show that paired and collaborative learning in conjunction with technology enhances students performance” (Smith & Throne, 2007). The website address is http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html.
The website article “ Technology empowers differentiated instruction” summarizes a webinar the author attended which was produced by Dr. Grace Smith and Dr. Stephanie Throne, who are an important resource for this course. The first step in understanding your student is to know their interests, which is obtained through interest surveys. Dr. Smith and Dr. Throne suggest giving students control and responsibility for learning (Laureate, 2009). One method allowing students to choose their own path of learning is to create a tic-tac-toe board (three by three grid) with various activities written in each box. The student is then provided the opportunity to select any activity from the tic-tac-toe board that interests them. “This helps students make their own choices and also gives the teacher an idea of his or her students’ interest” (Stansbury, 2002). The article also provides several technology suggestions that can be implemented into a classroom. The technologies are: I-search, webquest, Role Audience Format Topic Technology (R.A.F.T.T.), and jigsaw.
Two strategies that I would like to implement into my computer classroom is the tic-tac-toe and jigsaw ideas. The tic-tac-toe method provides my students a variety of ways to complete a computer assignment and provides them the capability to choose which format that best suits their technological abilities. The jigsaw method would be more beneficial when students are conducting group research projects because this method compels the students to contribute to the project instead of allowing others to complete the project. By integrating the jigsaw approach, each student has an assigned area to research and a requirement to include his or her information to the group’s research project. Throughout this course, Dr. Smith and Dr. Throne have been valuable resources providing suggestions and examples of the importance of integrating technology into the classroom. In correlation with this weeks resource, the website discusses providing students choices when it comes to learning. The website address is http://www.eschoolnews.com/2009/02/02/technology-empowers-differentiated-instruction/.
It is important for teachers to know their students. Teachers can administer multiple intelligence surveys to accomplish this goal. The last website “Using Technology to Differentiate Instruction” provides additional websites that addresses the different learning styles. It breaks the websites down into the eight forms of multiple intelligences. This website would be very beneficial to all teachers, it can be found at http://theapple.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1
Reference Smith, G. & Throne, S. (2009). Reaching and Engaging All Learners through Technology- Introduction to Differentiated Instruction. [DVD]. Laureate Education, Inc.
Smith, G. & Throne, S. (2007). Differentiating Instruction with Technology in K-5 Classrooms. Belmont, CA: International Society for Technology in Education.
Tomlinson, C. (2009). Reaching and Engaging All Learners through Technology- What is Differentiated Instruction? [DVD]. Laureate Education, Inc.
Gathering Information About Students Interest Survey
The interest survey that I reviewed was titled, The Road to Success by Scholastic and is an ideal survey for any third through fifth grade student. The survey inquires about the student’s strengths and weaknesses in school, family, and hobbies. The most important question that is asked in the survey requires the student to tell one thing that they really want teachers to know about themself. This survey provides a great insight into the student that result in the teacher developing a better understanding of their students. The survey web address is http://teacher.scholastic.com/LessonPlans/unit_roadtosuccess_invent.pdf.
Learning Styles Survey
The learning style survey that I found the most useful was “What is Your Learning Styles” which would be more beneficial for third through fifth grade students. This online survey asked a variety of multiple-choice questions that the students must bubble in their response and at the conclusion of the survey the student would submit the query. Upon submission, the result is instantaneous and states the student’s learning style. With the immediate feedback of their students’ learning styles, teachers now have the ability to modify their lessons to meet the needs of all their students. The website address for this learning style survey is http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
Multiple Intelligences Survey
This survey breaks down the survey responses into eight different types of intelligences with multiple questions for each intelligence type. The students are required to place the number one next to each survey statement that applies to them in each intelligence type. When completed, the students tally the marks for each different listed intelligence type. This survey would be ideal for fourth through eighth grade students. The multiple intelligence survey’s website address is http://www.ldrc.ca/projects/miinventory/mitest.html.
Learning Profile Inventory
The survey “Getting To Know You” is a simple form for second or third grade students to complete. The survey is in a block format with the questions located at the top of the page and the answers in blocks at the bottom of the page. The students must circle the answer block that best describes their preference. The website address is http://daretodifferentiate.wikispaces.com/Knowing+the+Learner. To access the survey you need to scroll down the page until you find the subheading Knowing the Learner Data Collection Tools and locate the Microsoft Word document labeled Knowing the Learner Student Instruction Sheet.
Collaborating with the course on-line colleagues has been very beneficial because the group has discovered several resources that have been helpful with understanding Universal Design for Learning and Differentiated Instruction. The informational websites that have been gathered will assist with creating new ideas for the development of a differentiated classroom. The pool of information that has been acquired from the contributions of the course on-line social network group creates a valuable resource capable of assisting my elementary school colleagues in their classrooms.
Technology is a key component necessary in supporting a successful differentiated classroom. Three new approaches of technology that I plan on utilizing in my computer classroom are online surveys, voice thread, and animations. The variety of technology that is available today for utilization in the classroom will create an exciting and engaging classroom environment supportive in the learning process.
Differentiating Instruction using Technology
Differentiating Instruction through Technology http://eduscapes.com/sessions/needs/elementary.html
This website gives several ideas and links to help implement differentiation into an elementary classroom.
Internet Resources for Differentiating Instruction in the Regular Classroom http://www.ocali.org/up_archive_doc/DI_Internet_Resources.pdf. Discuses various methods along with websites of integrating technology. The age range can be K-5.
21 things for the 21st century educator. This website gives several suggestions about implementing technology and hands-on activities. http://www.21things4teachers.net/5---differentiated-instruction-and-diverse-learning.html
Differentiating Instruction in Your Classroom
“Differentiation begins with understanding student variances” (Tomlinson, 2009). Teachers must know our students’ readiness, interest, and learning profile to differentiate instruction. With the knowledge of our students’ variances, teachers are able to adapt their lessons to ensure student success.
The website “Enhance Learning with Technology” discusses strategies to use with student readiness. The site discusses how readiness is constantly changing and students need to have their learning adjusted to meet their needs. The site provides several examples including flexible grouping, peer teaching, and reading buddies to assist the teacher with the different levels of readiness. These approaches are forms of collaboration, which are utilized quite often in my computer classroom. “Technology improves performance when the application provides opportunities for student collaboration. Studies show that paired and collaborative learning in conjunction with technology enhances students performance” (Smith & Throne, 2007). The website address is http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html.
The website article “ Technology empowers differentiated instruction” summarizes a webinar the author attended which was produced by Dr. Grace Smith and Dr. Stephanie Throne, who are an important resource for this course. The first step in understanding your student is to know their interests, which is obtained through interest surveys. Dr. Smith and Dr. Throne suggest giving students control and responsibility for learning (Laureate, 2009). One method allowing students to choose their own path of learning is to create a tic-tac-toe board (three by three grid) with various activities written in each box. The student is then provided the opportunity to select any activity from the tic-tac-toe board that interests them. “This helps students make their own choices and also gives the teacher an idea of his or her students’ interest” (Stansbury, 2002). The article also provides several technology suggestions that can be implemented into a classroom. The technologies are: I-search, webquest, Role Audience Format Topic Technology (R.A.F.T.T.), and jigsaw.
Two strategies that I would like to implement into my computer classroom is the tic-tac-toe and jigsaw ideas. The tic-tac-toe method provides my students a variety of ways to complete a computer assignment and provides them the capability to choose which format that best suits their technological abilities. The jigsaw method would be more beneficial when students are conducting group research projects because this method compels the students to contribute to the project instead of allowing others to complete the project. By integrating the jigsaw approach, each student has an assigned area to research and a requirement to include his or her information to the group’s research project. Throughout this course, Dr. Smith and Dr. Throne have been valuable resources providing suggestions and examples of the importance of integrating technology into the classroom. In correlation with this weeks resource, the website discusses providing students choices when it comes to learning. The website address is http://www.eschoolnews.com/2009/02/02/technology-empowers-differentiated-instruction/.
It is important for teachers to know their students. Teachers can administer multiple intelligence surveys to accomplish this goal. The last website “Using Technology to Differentiate Instruction” provides additional websites that addresses the different learning styles. It breaks the websites down into the eight forms of multiple intelligences. This website would be very beneficial to all teachers, it can be found at http://theapple.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1
Reference
Smith, G. & Throne, S. (2009). Reaching and Engaging All Learners through Technology-
Introduction to Differentiated Instruction. [DVD]. Laureate Education, Inc.
Smith, G. & Throne, S. (2007). Differentiating Instruction with Technology in K-5 Classrooms.
Belmont, CA: International Society for Technology in Education.
Standsbury, M. (2009). Technology empowers differentiated instruction. Retrieved from
http://www.eschoolnews.com/2009/02/02/technology-empowers-differentiated-instruction/
Tenkely, K. (2010). Using Technology to Differentiate Instruction. Retrieved from
http://theapple.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1
Theroux, P. Enhancing Learning through Technology. Retrieved from
http://members.shaw.ca/priscillatheroux/differentiating.html
Tomlinson, C. (2009). Reaching and Engaging All Learners through Technology-
What is Differentiated Instruction? [DVD]. Laureate Education, Inc.
Gathering Information About Students
Interest Survey
The interest survey that I reviewed was titled, The Road to Success by Scholastic and is an ideal survey for any third through fifth grade student. The survey inquires about the student’s strengths and weaknesses in school, family, and hobbies. The most important question that is asked in the survey requires the student to tell one thing that they really want teachers to know about themself. This survey provides a great insight into the student that result in the teacher developing a better understanding of their students. The survey web address is http://teacher.scholastic.com/LessonPlans/unit_roadtosuccess_invent.pdf.
Learning Styles Survey
The learning style survey that I found the most useful was “What is Your Learning Styles” which would be more beneficial for third through fifth grade students. This online survey asked a variety of multiple-choice questions that the students must bubble in their response and at the conclusion of the survey the student would submit the query. Upon submission, the result is instantaneous and states the student’s learning style. With the immediate feedback of their students’ learning styles, teachers now have the ability to modify their lessons to meet the needs of all their students. The website address for this learning style survey is http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
Multiple Intelligences Survey
This survey breaks down the survey responses into eight different types of intelligences with multiple questions for each intelligence type. The students are required to place the number one next to each survey statement that applies to them in each intelligence type. When completed, the students tally the marks for each different listed intelligence type. This survey would be ideal for fourth through eighth grade students. The multiple intelligence survey’s website address is http://www.ldrc.ca/projects/miinventory/mitest.html.
Learning Profile Inventory
The survey “Getting To Know You” is a simple form for second or third grade students to complete. The survey is in a block format with the questions located at the top of the page and the answers in blocks at the bottom of the page. The students must circle the answer block that best describes their preference. The website address is http://daretodifferentiate.wikispaces.com/Knowing+the+Learner. To access the survey you need to scroll down the page until you find the subheading Knowing the Learner Data Collection Tools and locate the Microsoft Word document labeled Knowing the Learner Student Instruction Sheet.
My Computer Class Survey
The web address to my survey is http://www.surveymonkey.com/s/8JH6B95
UDL Presentation
http://www.xtranormal.com/watch/7855795/